Abstract

Situated ethics (Piper & Simons, 2005; Simons & Usher, 2000) provides a potentially powerful conceptual lens for reflecting on the research significance and researcher subjectivities entailed in contemporary educational research projects. This is the idea that research ethics is most appropriately understood and enacted in the specific contexts of such projects, rather than by reference to timeless and universal codes. This proposition is helpful in drawing attention to the crucial networks of aspirations and interests that bind and separate stakeholders in those projects. The authors illustrate this argument through a reflexive interrogation of their respective empirical doctoral studies (Danaher, 2003; Danaher, 2001). One study focused on multiple and conflicting constructions of wildlife preservation as a site of Japanese environmental politics and policy-making; the other examined educational provision for mobile show communities as a case of Australian Traveller Education. Both projects required the researchers to negotiate tentative and sometimes uneasy relations with research participants that veered between impartial and disinterested observers and partial and interested advocates. In engaging in those negotiations, the researchers enacted situated and provisional ethical positions derived from increasingly explicit assumptions about both the significance of their particular research and the importance of acknowledging their own subjectivities in making claims about that significance. Thus situated ethics is a vital element of evaluating the value as much as the values of conducting research with non-government organisations and on showgrounds.